伯恩斯坦教育論述理論之研究

南華大學機構典藏系統 > 社會科學院 > 應用社會學系(社會工作與社會設計碩士班,教育社會學碩士班) > 博碩士論文-教育社會學碩士班 > Item 987654321/21330

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题名:	伯恩斯坦教育論述理論之研究
其它题名:	The Rearch of Bernstein's Pedagogic Discourse
作者:	黃素滿 Huang, Su-mian
貢獻者:	教育社會學研究所王瑞賢 Rui-Shian Wang
关键词:	伯恩斯坦;教育機制 Pedagogic device;Bernstein
日期:	2003
上传时间:	2015-06-02 17:06:34 (UTC+8)
摘要:	英國教育社會學家伯恩斯坦(B. Bernstein)已在教育社會學領域受到廣泛的研究與討論。做為一個教育社會學家，伯恩斯坦窮進畢生精力，以符碼(code)為核心，提出分類(classification)與架構的概念(framing)來分析社會與教育現象背後所蘊含的權力分配與社會控制原則。探究伯恩斯坦思想之成形，發現其具有跨理論、跨領域、跨學門之特性，其中，從方法論的觀點來看，涂爾幹的思想和結構主義的觀點與伯恩斯坦思想體系最為密切關聯。歸納伯恩斯坦思想體系之發展，約略可將其區分為兩個階段，前期是以符碼理論(code theory)的建構為主，後期則是以教育論述理論(pedagogic discourse theory)之建構為主。　　　伯恩斯坦與新教育社會學之發展與研究密切相關。伯恩斯坦以西方的課程研究、教育知識議題為研究焦點，無疑地與新教育社會學之發展建立起密切關係。然而，伯恩斯坦認為新教育社會學者只將其研究焦點置於教育知識與外在不均等權力關係、意識型態等問題上，缺乏對於教育知識文本本身組合問題的研究。因而，促使伯恩斯坦反省文化再製理論學派之觀點，發展出教育論述理論來討論有關文本的組合問題。伯恩斯坦以教育機制來說明教育論述理論。透過教育機制，伯恩斯坦論證了知識是如何生產、流通與再製，也指出權力是如何透過教育機制而把知識分配給不同的團體以影響其意識之形成。　　　伯恩斯坦之教育論述理論不但豐富了教育社會學領域之研究，同時還樹立起教育社會學研究之基石，其對教育社會學領域之貢獻與重要性，自是不可言喻。　　As British sociologist of education, Basil Bernstein, his theory has been extensively studied and discussed in the field of educational sociology. Bernstein devotes all his own life to analysis the scene beyond social and educational phenomena, which are implied the distribution of power and the principle of social control. To explore the philosophy of Bernstein, we discover that his theory is characteristic of cross-theories, cross-fields and cross-disciplines. In addition, from the point of methodology, Bernstein’s philosophy is closely linked to the notions of Emile Durkheim and the perspectives of structuralism.　　　To generalize the development of Bernstein’s ideology system, it is approximately divided into two stages. The first stage is mainly to construct the Code Theory, and the later stage is the Pedagogic Discourse Theory. The pedagogic discourse theory is the latest ideology of Bernstein, which is derived from the Code Theory but transcends it.　　Bernstein and the development of new sociology of education have very close relationship. Being one of members of new sociology of education, Bernstein focuses his research central theme on western curriculum research of and educational knowledge issues. No wonder he develops a close relationship with new sociology of education. Bernstein bases on the code and addresses the conceptions of classification and framing to explain the implication of educational knowledge, which is suggested by power classification, and principles of social control. 　　　Bernstein, however, thinks that many new educational sociologists only pay their attention on educational knowledge, without considering the composition of text. Therefore, it encourages Bernstein to reflect the standpoint of cultural reproduction theory and develops the Pedagogic Discourse Theory to argue about textual composition issues.　　　Bernstein bases on Pedagogic Device to explicate the Pedagogic Discourse Theory. Through the pedagogic device, Bernstein demonstrates the procedure of the knowledge production, circulation and reproduction. Furthermore, he points out that power is distributed by pedagogic device to deliver knowledge to different groups in order to affect and develop their own ideology. Bernstein’s Pedagogic Discourse Theory is not only to enrich the researching but also established the foundation for educational sociology. Hence, his contribution and importance to educational sociology is beyond the words.
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